員工素質(zhì)模型

1、February 2004Ray Miller: NOS1National Occupational Standards for Applied Psychology- who is competent to do what?Ray MillerChair, Professional Practice Board, BPSFebruary 2004Ray Miller: NOS2February 2004Ray Miller: NOS3A short history lesson1990 - feasibility project for occupational standards in L

2、evel 5 NVQ/SVQMid 90s - Level 5 NVQ exemplar project1998 - National Occupational Standards for Applied Psychology (Generic)No approval sought for NVQ/SVQsNOS basis for defining competence2001 - Review of NOSFebruary 2004Ray Miller: NOS4Why Occupational Standards?European harmonisationGovernment trai

3、ning and education agendaEmployers need for competenceProfessional self regulation Development of training optionsStatutory RegulationContinuing professional developmentRe-accreditationFebruary 2004Ray Miller: NOS5What is competence?The assurance that an individual can complete a specified task to t

4、he required standard.Knowledge + Skills + Supervised Practice + ReviewFebruary 2004Ray Miller: NOS6Key PurposeTo develop and apply psychological principles, knowledge, models and methods in an ethical and scientific way in order to promote the development, well being and effectiveness of individuals

5、, groups, organizations and societyFebruary 2004Ray Miller: NOS7Key RolesFebruary 2004Ray Miller: NOS8Model for developmentFebruary 2004Ray Miller: NOS9Acquiring competenceOccupational CompetenceRequired Performance - what?Occupational Context - where?Learning SpecificationKnowledgeSkillsAssessment

6、SpecificationEvidence Requirements - portfolioAssessment Strategy - methods/ criteriaFebruary 2004Ray Miller: NOS10TrainingCompetence basedMaps requirements for different DivisionsFits core competencies model (rather than core placement)Greater flexibility in approach (routes/ levels)Possibility of

7、modular/ in service/ part timeConsistent and coherent across routes Provides comparisons across DivisionsFebruary 2004Ray Miller: NOS11Professional regulationSets minimum standard for Chartering/ Statutory RegulationSpecification of limits of competence Explicit criteria for re-accreditation Accredi

8、tation of other learning and experience (e.g. overseas training)Boundaries with other professionsFebruary 2004Ray Miller: NOS12Continuing professional developmentSets standard for maintaining competenceComparison between previous standards and current requirementsAdditional competencies or contexts

9、can be acquired (e.g. Management/ Teaching)Clear relationship between CPD and service requirements (and pay? Agenda for Change)Lateral transfer - career change - explicit requirementsFebruary 2004Ray Miller: NOS13EmploymentUnderstanding job roles (and pay?)Basis for job specificationBasis for employ

10、ee specification/ recruitmentTemplate for service related development and trainingManagement of skill mix and governanceWorkforce planning/ forecastingWorkforce development (PDP)February 2004Ray Miller: NOS14Where do we go from here?Final Generic Standards available from BPSDivisions map existing tr

11、aining requirements to StandardsWhat is the same? What is different?Agreeing terminology Standardising the benchmarks/ assessmentDo we need Divisions?Who is competent to do what? February 2004Ray Miller: NOS15Six step programContextualise NOS/ language simplificationExpress qualifications in NOS ter

12、msCourse accreditation criteria in NOS termsDevelop NOS as criteria for registration (consultation with HPC)Develop software to provide easy access to standards and applicationsCPD “outputs” project link to NOSFebruary 2004Ray Miller: NOS16Who is competent to do what?Increasing convergence of competence across some Divisions (DCP, DCoP, DHP)Development of modular, extended, partial, shared trainingImpact of CPD career pathwaySafe practice